Home - All About iPads Information Literacy: Building Blocks of Research: Overview Building Blocks of Research:Overview of Design, Process and Outcomes What is Information Literacy? Information Literacy is a transformational process in which the learner needs to find, understand, evaluate, and use information in various forms to create for personal, social or global purposes. Information Literacy shares a fundamental set of core thinking- and problem-solving meta-skills with other disciplines. Authentic cross-disciplinary problems which include observation and inference, analysis of symbols and models, comparison of perspectives, and assessment of the rhetorical context, engage students in developing mastery information literacy over time. Select a building block... Information Literacy A problem-solving process for: Student Skills and Strategies The student uses habits of mind: Student Outcomes The student is a learner: independent disciplined planful self-motivated metacognitive flexible adventurous Curriculum and Teaching Design The learning design provides:
Talking With Your Teen | Inside The Teenage Brain | FRONTLINE Copyright 2001 Carol Maxym, Ph.D. All rights reserved One of the most common problems that parents and teens experience is a gulf in understanding. The proverbial "ships passing in the night" or "speaking totally different languages" are common descriptions of teen-parent communications. It often happens that both a parent and a teen are experiencing the same sorts of feelings and frustrations without ever letting the other know it. To help you to re-establish and improve communication, complete the following worksheet separately, then ask your parent or teen to complete and share their responses. Check off as many of the following words that describe a typical conversation or how you feel when you are talking with your teen or parent. Now, answer the following questions in a phrase or two: How often do you feel you have [or had] the same conversation? How do you feel about your parent's or teen's side of the conversation? Reflections for Better Communications FRONTLINE + wgbh + pbs online
iTeachU – Content Curation Tools Content Curation ToolsJennifer Moss2014-05-13T14:38:01+00:00 What is Content Curation? As instructors, we are all information curators. How do you collect and share currently relevant content with your students? Modern web tools make it easy for both students and instructors to contribute online discoveries to class conversations. How can I use Content Curation in My Class? Instructors are using online content curation tools in the classroom to: The following are some real-life examples of how content curation tools are being used in education. Pinterest is a pinboard-styled social photo sharing website. Storify is a way to tell stories using social media such as tweets, photos and videos. Scoop.it allows users to create and share their own themed magazines designed around a given topic. Pearltrees is a content curation site that forms communities through sharing links through a visually striking interface. Get Started Using Content Curation Tools Additional Resources
Home - The National Professional Standards for Teachers 8 Ways to Hone Your Fact-Checking Skills - InformED In an age where the majority of us get our news through social media, the rise of fake news sites, hoaxes and misinformation online is concerning, especially considering that many young people lack the skills necessary to judge the credibility of information they encounter online. A recent Stanford study that looked at how teens evaluate online information found that most students have difficulty distinguishing between real and fake news. Of the 7,804 middle-schoolers who were surveyed, 82% were unable to tell an ad marked as “sponsored content” apart from a real news story, and many said they judged the credibility of news based on how much detail was given or whether a large photo had been included, rather than on the source. Clearly, many of us need a better understanding of how to evaluate the information we come across online, and the first step is realising just how easily fake news and misinformation can spread. Learn to Assess the Credibility of Your Sources 1. 2. 3. 4. 5. 6. 7.
How to Make a Good Library Pathfinder | Amy C Mann This guide is intended to help librarians make effective pathfinders quickly for any subject. While the specific organization of pathfinders may vary from institution to institution, or even from librarian to librarian, this guide will look at six overarching points that are important to keep in mind when making any pathfinder. A. Provide a brief introduction and explanation for your pathfinder This introduction allows students to get a firm grasp on the subject matter of the pathfinder, so that they will quickly be able to judge whether or not it is a useful research tool. Additionally, it teaches students about the purpose of pathfinders and how to specifically use this pathfinder in particular. B. Provide a variety of resources, both in print and electronic forms. Include both print and electronic forms. Carefully consider your audience when evaluating more complex research tools. C. Many of your library patrons will begin their research by going to Google and Wikipedia. D. E. F.
New Media Literacy: What Students Need to Know About Fake News Fake news, unreliable websites, viral posts—you would think students who have grown up with the internet would easily navigate it all, but according to a study done by Stanford researchers, that couldn’t be further from the truth. Researchers describe the results of the study done on middle school, high school and college students across the country as “bleak.” Students were asked to judge advertisements, social media, video and photographic evidence, news reports and websites. As if that weren’t bad enough, researchers go on to say, “At present, we worry that democracy is threatened by the ease at which disinformation about civic issues is allowed to spread and flourish.” So what can educators do about the spread of fake news and our students’ inability to recognize when they have been fooled? Here are eight things that students need to know about fake news and the new media literacy: Google isn’t always right. For more, see:
Alternative Facts and Fake News – Verifiability in the Information Society « Library Policy and Advocacy Blog This week sees the continuation of Wikipedia’s #1lib1ref (One Librarian, One Reference) campaign (highlights from the first week here!). The thematic thread of this week’s activities is fake news, an expression that has been at the tip of people’s tongues lately, along with “alternative facts”. This blog explores the library take on this. The relationship between information and opinion has always been fluid and uncertain. However, 2016 saw the issue of false news stories move centre stage, even if the concept of the lying politician, or the sensationalist journalist is nothing new. In addition to stories stemming from lazy journalism or exaggerations aimed at gaining more clicks, tales of a Macedonian town acting as a fake news factory have captured the imagination. What responses are there? The company has at least received credit for having now sought to act. And libraries?
10 Ways to Spot a Fake News Article - EasyBib Blog For many of us, 2016 is going down as a year to forget. Election upsets, Zika, the Syrian crisis, and unfortunately tons of fake news about all of the above and everything in between. Denzel Washington was recently quoted as saying, “If you don’t read the newspaper, you’re uninformed. If you do read the newspaper, you’re misinformed.” So what should you do? 1. Links and citations allow us to easily access, read, and explore more about the information found in the article. Many big name news sites, such as CNN, do not include links or citations, but other sites do. 2. An article without an author’s name is another red flag. 3. Do a Google search on the author’s name to find their occupation and locate other articles that the author has composed. 4. On the top or bottom of most websites, you should see a section titled “About Us.” 5. Authors tend to read and re-read their articles numerous times prior to posting. 6. Copy and paste a quote from the article into Google’s search bar. 7. 8.
Evaluating Websites as Information Sources Studies suggest that many U.S. students are too trusting of information found on the internet and rarely evaluate the credibility of a website’s information. For example, a survey found that only 4 percent of middle school students reported checking the accuracy of information found on the web at school, and even fewer did so at home (New Literacies Research Team & Internet Reading Research Group, 2006). At the same time, the web is often used as a source of information in school projects, even in early schooling, and sites with inaccurate information can come up high in search rankings. Shenglan Zhang and I thought that we could help address this situation by laying a foundation for website evaluation in elementary school. To achieve these aims, we developed the WWWDOT Framework. Who wrote it and what credentials do they have? In teaching WWWDOT, we elaborate on each of these factors. In the study, the WWWDOT Framework was taught in four 30-minute sessions. Notes
The Questioning Toolkit - Revised The first version of the Questioning Toolkit was published in November of 1997. Since then there has been substantial revision of its major question types and how they may function as an interwoven system. This article takes the model quite a few steps further, explaining more about each type of question and how it might support the overall investigative process in combination with the other types. photo ©istockphoto.com Section One - Orchestration Most complicated issues and challenges require the researcher to apply quite a few different types of questions when building an answer. Orchestration is the key concept added to the model since its first version. orchestrate: To combine and adapt in order to attain a particular effect: arrange, blend, coordinate, harmonize, integrate, synthesize, unify. As the researcher moves beyond mere gathering to discovering and inventing new meanings, the complexity and the challenge of effective orchestration grows dramatically. --- Essential Questions ---
Evolution of Note Taking: New Forms Note taking is a big topic among educators. How do we teach it to our students? What are the best methods? Is digital note taking worse than taking your notes on a piece of paper? I am a big advocate to “if I want to teach it, I have to experience it”. The evolution of my notes seems worthy to document, since I am excited of what is to come next. the level of substitution, in terms of analog going digital (no functional change)the level of transformation, in terms of amplification, shareability, hyperlinked writing, usage of different areas of the brain, etc. Taking notes at a conference, looked like the one I took at a World Language conference around the year 2003. Then my blog came around and I started to share my notes a well as blog live during sessions, see below the example from 2008 and notice the lack of any hyperlinks beyond to the presenter’s website and a book recommendation on Amazon. Not far behind came my note taking via my own Twitter Feed (also 2008). Related 13. 8. 10.